Federal Legislation and Accessibility
First, read the Journal 1 or 2 attached to better understand what the professor is looking for.
Second, listen to the audio file attached with a summary of this assignment recorded from the professor, the volume is low and let me know if you have any issues accessing the file
Third, read rubric, final page of this document.
Fourth, read these instructions entirely before starting.
Fifth, read PDFs attached of concepts and articles
· Then, PowerPoints labeled Disability 1 & 2, pay most attention to concepts and how they apply (for example, custodial behavior, sympathy, Pygmalion effect, low expectations, self-efficacy or self-esteem, high expectations, learned dependence, inclusive attitudes, there are more in the PowerPoints). Do not use different names for the concept, use the same word from above or the PowerPoint and make it bold within your paragraph. At least 5 of these must be used throughout (1 each of the first 2 locations and 3 for the final location, the school).
· At least 3 of the following academic language within the theme questions related to Accessibility must be discussed in this journal, Good or Poor Accessibility, Violations of Accessibility, Cosmetic Accessibility, Separate but Equal or Universal Accessibility, the Rehabilitation Act and the ADA – Section 504 as your additional concepts.
· A NOTE ABOUT APPLICATIONS TO FUTURE TEACHING: Even though this journal is about accessibility in your community and practicum school your applications must still thoroughly be applied to your Future Teaching! What lessons did you learn from your observations of accessibility, etc. that you can apply to the school where you will teach? (for all three locations, half of your work must be spent here)
· IMPORTANT NOTE: Your journal observations are not restricted to accessibility issues only. In addition to accessibility (Good or Poor Accessibility, Violations of Accessibility, Cosmetic Accessibility, Separate but Equal or Universal Accessibility, the Rehabilitation Act and the ADA – Section 504), you may write about your practicum observations and other experiences. Therefore, if you make connections to additional observations and experiences, your applications are also not limited to accessibility issues.
Take an accessibility tour through your neighborhood (I live in Copague, NY which is in Suffolk county, Long Island, you can use maps and photos of the areas to help you) or around the town where you live. Observe and describe 2 different types of locations (different types) regarding accessibility (For example: a retail store, office building, park, town library, movie theater, restaurant, train station, post office, etc.)
Note: The two selected locations for this question may NOT include a school, you will be doing a school for your 3rd location below.
a. Identify the town, location and the name of the facility/building you are describing.
b. Completely and thoroughly examine each location!
· IF a building, select a location where you can observe both the exterior and interior of the building! For example: examine the curb cuts, entrance and doors, ramps, displays, aisles, bathrooms, elevator, counters, interior doors, etc.
· IF outdoors such as a local park, examine all the park’s facilities. For example: tennis and BB courts, playground, ball fields, bleachers, skating rink, bathrooms, pool, etc.
c. Specifically identify and label the type of access, whether it is a) Good accessibility, b) Poor accessibility, c) Cosmetic (superficial/fake) accessibility, etc.. Thoroughly describe as many examples as possible.
· As a part of your accessibility descriptions in all locations make sure to note the difference between meeting accessibility standards as designated by the ADA (Separate but Equal) and those locations that embrace the concept of Universal Access.
· Make sure that you provide descriptive support! For example: If you state that something is good, poor or cosmetic accessibility describe in detail ALL the things that makes the access good or poor, describe what makes it cosmetic! Simply stating that something was accessible because it had a ramp is NOT support!
2. Within your observations identify at least ONE example of changes or upgrades in accessibility in your local area and place of work etc. that reflect the influence of the Americans with Disabilities Act (ADA) For example, changes that might be with respect to new construction or renovations. If a renovation, specifically describe what changes in accessibility were made compared to what was previously there/not there. If a new construction, specifically describe the good accessibility was built in as part of the facility.
3. LOCATION #3 Describe the accessibility of your school where you are teaching.
a. I’m an teaching assistant at the Henry Viscardi School in Albertson, NY, you can use the following resources to help you get a picture of what the school looks like, as well as any other sources that you can find on the web: http://www.henryviscardischool.org/ https://www.youtube.com/channel/UC81qDfQz5_rOMaaALD_lAgA https://www.facebook.com/henryviscardischool https://en.wikipedia.org/wiki/Henry_Viscardi_School
· IF you are completing your hours on site and in person, describe the accessibility of the entire school facility, both outside and inside! Accessibility of the facility includes things like access to the building, access to the gymnasium, classrooms, locker rooms, and bathrooms. Consider accessibility to and from the playing fields, bleachers, the playgrounds and other outdoor areas.
Accessibility: Pay attention to Everything! Focus on good access that creates a positive impact, not only poor accessibility that creates a negative impact. Examine things like:
· Curb Cuts (access to sidewalks): width/incline, the location with respect to accessible parking/ store
· Ramps (access to buildings)
· Surface/slant of sidewalks
· Weight and/or width of doors (door can be manual and accessible if light/swivel hinge, lever handles)
· In stores:
o Aisle width and space between racks
o Objects in the aisles
o Counters and Shelving; reachable items
o Lane width at checkout
· In stores and restaurants:
o Height and spacing of counters and/or tables
o Bathrooms, doors and interior
Possible Accessibility Concepts
Concept Prompts: Here are some accessibility-related things to think about and connect concepts to:
· What happens as a result of structures or things that have poor accessibility? What does it force the wheelchair, cane or walker user to do?
· What impact does total lack of accessibility that denies access have on persons with a physical disability?
· What happens as a result of structures or things that have good accessibility? What does it allow the wheelchair, cane or walker user to do? What impact does good accessibility have on persons with a physical disability?
EVERY journal must address ALL FOUR criteria of the rubric
Criteria 1 and 2: Theme Question Responses and Connections
More than one question unanswered.
Does not address one question within the theme.
Incomplete reflection for one question within the theme. Addresses all questions but minimal reflection expressed.
Clearly reflects upon theme and addresses all questions within each theme.
No topics/concepts identified. No observations connecting personal experiences and self-perceptions about disabilities to concepts/topics covered in class lecture. Demonstrates poor understanding of course content.
Makes one valid connection between personal experiences and self-perceptions about disability to concepts/topics covered in class lecture; concepts not supported at all with explanation and/or examples.
Makes two accurate connections between personal experiences and self-perceptions about disability to concepts/topics covered in class lecture OR concepts not well supported with explanation and/or examples; does not bold topics/concepts within narrative.
Makes three accurate connections between personal experiences and self-perceptions about disability to 3 separate concepts/topics covered in class lecture (in addition to theme concepts).
Supports each connection with explanation and/or examples. Name, journal #, and three topics/concepts listed on the top and bolded within text.
Criteria 3: Application (to future teaching)
Makes NO specific applications of identified concepts/topics to own teaching physical education in the future or applications not related to disability issues or content discussed within the course.
Makes 1-2 accurate applications of identified concepts/topics to own future teaching physical education, missing substantial explanation of the “take away” and/or missing substantial explanation/support with an action-based activity how the application might be accomplished.
Makes three accurate applications of identified concepts/topics to own future teaching physical education, missing some explanation of the “take away” and/or missing some explanation/support with an action-based activity how the application might be accomplished.
Makes three or more accurate and specific applications to concepts/topics identified in the journal to own teaching physical education in the future. Explains the “take away” or lessons learned related to each concept connection. Explains and supports with an action-based activity how each application might be accomplished.
Criteria 4: Spelling/Grammar/Language
Greater than ten errors in spelling, usage, punctuation, grammar or appropriate language.
Six to ten errors in spelling, usage, punctuation, grammar or appropriate language.
One to five errors in spelling, usage, punctuation, grammar or appropriate language.
No errors in spelling, usage, punctuation, grammar or appropriate language.
Each journal is worth a total of 40 points
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